BS, Biological Sciences, Stanford University
PhD, Neuroscience, University of California Berkeley
I am interested in how changes in the brain give rise to changes in the mind, both as development unfolds, and in response to experience. Over the course of development, maturational changes restrict plasticity. These changes are generally adaptive as they allow for the development of mature function, and prevent drastic remodeling in response to stress or injury. However, reduced plasticity limits the acquisition of new facts and skills. Therefore, developing brains must strike a balance between plasticity/vulnerability and stability/protection. My lab studies the mechanisms by which environmental factors tip this balance to shorten or shift windows of peak plasticity.
My years in inner city public schools, first as a student, and then as a researcher, have led me to concentrate my translational work on reducing the income achievement gap. Ultimately, the goal of my research is to promote positive educational and health outcomes for all individuals, regardless of socioeconomic background.
Brain plasticity, learning, structural and functional neuroimaging, real-world academic outcomes
Professor Allyson Mackey will be considering new graduate students for admission for Fall 2019.
Park, A. T., Leonard, J. A., Saxler, P., Cyr, A. B., Gabrieli, J. D. E., & Mackey, A. P. (2018). Amygdala-medial prefrontal functional connectivity relates to stress exposure and mental health in early childhood. Social Cognitive and Affective Neuroscience. 13(4): 430-439.
Mackey, A. P., Park, A. T., Robinson, S. T., & Gabrieli, J. D. E. (2017). A Pilot Study of Classroom-Based Cognitive Skill Instruction: Effects on Cognition and Academic Performance. Mind, Brain and Education: The Official Journal of the International Mind, Brain, and Education Society, 11(2), 85-95.
Cooper, E. A., & Mackey, A. P. (2016). Sensory and cognitive plasticity: implications for academic interventions. Current Opinion in Behavioral Sciences, 10, 21-27.
Mackey, A. P., Finn, A. S., Leonard, J. A., Jacoby-Senghor, D. S., West, M. R., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2015). Neuroanatomical correlates of the income-achievement gap. Psychological Science, 26(6), 925–33.
Mackey, A. P., Miller Singley, A. T., & Bunge, S. A. (2013). Intensive reasoning training alters patterns of brain connectivity at rest. The Journal of Neuroscience, 33(11), 4796–803.
Mackey, A. P., Whitaker, K. J., & Bunge, S. A. (2012). Experience-dependent plasticity in white matter microstructure: reasoning training alters structural connectivity. Frontiers in Neuroanatomy. http://doi.org/10.3389/fnana.2012.00032
Mackey, A. P., Hill, S. S., Stone, S. I., & Bunge, S. A. (2011). Differential effects of reasoning and speed training in children. Developmental Science, 14(3), 582–590.
- PSYC 149 (Intro to Cognitive Neuroscience)
- MAPP 712 (Positive Education)